Nationality and ethnicity-based (cyber)bullying: how should we tackle this phenomenon in survey studies?

Main Article Content

Jacek Pyżalski
https://orcid.org/0000-0001-5817-276X
Peter Smith
https://orcid.org/0000-0002-5010-5359

Abstract

Nationality and ethnicity-based (cyber)bullying (NEBB) is generally understood as peer violence where the issues of nationality and ethnicity of the actors involved (mostly targets and perpetrators) come into play. Although central for this kind of bullying, the national, ethnic and cultural differences are not the only aspects that should be included in NEBB definition and measurement approach. Closer analysis of how specifically they may be involved and impact the dynamics and phenomenology of peer aggression suggests the need for establishing a set of criteria that may be implemented into operationalization strategies. This theoretical text presents the different level criteria that may be used for analysing and typologizing the phenomenon of NEBB. These include both behavioral and formal characteristics of hostile behaviours as well as specific issues concerning nationality and ethnicity of bullying actors and racist/nationalistic content. Then the impact of how aspects of the proposed criteria should be present in survey tools is discussed, in order to fully measure the specific types of nationality and ethnicity based bullying. Also the rationale is presented for including contextual aspects in both measurement strategies and interpretation of the results.

Downloads

Download data is not yet available.

Article Details

How to Cite
Pyżalski, J., & Smith, P. (2022). Nationality and ethnicity-based (cyber)bullying: how should we tackle this phenomenon in survey studies?. Psychology, Society & Education, 14(3), 11–17. https://doi.org/10.21071/psye.v14i3.15285
Section
Artículos

References

Alegria, M., Jackson, J. S., Kessler, R. C., & Takeuchi, D. (2016). Collaborative Psychiatric Epidemiology Surveys (CPES), 2001-2003 [United States]. Inter-university Consortium for Political and Social Research [distributor]. https://doi.org/10.3886/ICPSR20240.v8

Asbrock, F., Lemmer, G., Wagner, U., Becker, J., & Koller, J. (2014). ‘Who are these foreigners anyway?’ Cognitive representations associated with the term foreigner and their impact on prejudice. Sage Open, 4, 1-8. https://doi.org/10.1177/2158244014532819

Aspinall, P. (2009) The future of ethnicity classifications. Journal of Ethnic and Migration Studies, 35, 1417-1435. https://doi.org/10.1080/13691830903125901

Blaya, C., & Audrin, C. (2019). Toward an understanding of the characteristics of secondary school cyberhate perpetrators. Frontiers in Education, 4(46). https://doi.org/10.3389/feduc.2019.00046

Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.

Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187-249.

Delaruelle, K., Walsh, S. D., Dierckens, M., Deforche, B., Kern, M. R., Currie, C., Maldonado, C. M., Cosma, A., & Stevens, G. W. J. M. (2021). Mental health in adolescents with a migration background in 29 European countries: The buffering role of social capital. Journal of Youth and Adolescence, 50(5), 855-871. https://doi.org/10.1007/s10964- 021-01423-1

Diez, A. M. (2010). School memories of young people with disabilities: An analysis of barriers and aids to inclusion. Disability & Society, 25, 163-175. https://doi.org/10.1080/09687590903534346

Galán, C. A., Stokes, L. R., Szoko, N., Abebe, K. Z., & Culyba, A. J. (2021). Exploration of experiences and perpetration of identity-based bullying among adolescents by race/ethnicity and other marginalized identities. JAMA Network Open, 4(7), e2116364. https://doi.org/10.1001/jamanetworkopen.2021.16364

Goodboy, A. K., Martin, M. M., & Rittenour, C. E. (2016). Bullying as a display of social dominance orientation. Communication Research Reports, 33, 159-165. https://doi.org/10.1080/08824096.2016.1154838

Graham, S. (2021). Exploration of identity-based bullying by race/ethnicity and other marginalized identities among adolescents. JAMA Network Open, 4(7), e2117827. https://doi.org/10.1001/jamanetworkopen.2021.17827

Fekete, L. (2014). Europe against the Roma. Race & Class, 55(3), 60-70. https://doi.org/10.1177/0306396813509196

Hellström, L., Thornberg, R., & Espelage, D. (2021). Definitions of bullying. In P. K. Smith & J. O’Higgins Norman (Eds.), The Wiley Blackwell Handbook of Bullying: A Comprehensive and International Review of Research and Intervention (pp. 3-21). Wiley. https://doi.org/10.1002/9781118482650.ch1

Henry, J. S. (2013). Bias-based cyberbullying: The next hate crime frontier. Criminal Law Bulletin, 49(3), 481.

Kaufman, T. M. L., Huitsing, G., & Veenstra, R. (2020). Refining victims’ self-reports on bullying: Assessing frequency, intensity, power imbalance, and goal-directedness. Social Development, 29, 375-390. https://doi.org/10.1111/sode.12441

Mulvey, K. L., Hoffman, A. J., Gönültaş, S., Hope, E. C., & Cooper, S. M. (2018). Understanding experiences with bullying and bias-based bullying: What matters and for whom? Psychology of Violence, 8(6), 702-711. https://doi.org/10.1037/vio0000206

Newman, P. A., & Fantus, S. (2015). A social ecology of bias-based bullying of sexual and gender minority youth: Toward a conceptualization of conversion bullying. Journal of Gay & Lesbian Social Services, 27, 46-63. https://doi.org/10.1080/10538720.2015.988315

Olweus, D. (1973). Forskning om skolmobbning. Stockholm, Sweden: Almqvist & Wiksell (English translation), Aggression in Schools: Bullies and Whipping Boys. Hemisphere.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell.

Okechukwu, C. A., Souza, K., Davis, K. D., & De Castro, A. B (2014). Discrimination, harassment, abuse, and bullying in the workplace: Contribution of workplace injustice to occupational health disparities. American Journal of Industrial Medicine, 57, 573-586. https://doi.org/10.1002/ajim.22221

Plichta, P. (2015). Prevalence of cyberbullying and other forms of online aggression among Polish students with mild intellectual disability. e-methodology, 2, 112-127. https://doi.org/10.15503/emet2015.112.127

Plichta, P., Pyżalski, J., & Barlińska, J. (2018). Cyberbullying versus self-image creation on the internet: Are the underlying mechanisms different in young adults with disabilities? Interdyscyplinarne Konteksty Pedagogiki Specjalnej, 20, 101-122. https://doi.org/10.14746/ikps.2018.20.05

Pyżalski, J. (2012). From cyberbullying to electronic aggression: Typology of the phenomenon. Emotional and Behavioural Difficulties, 17, 305-317. https://doi.org/10.1080/13632752.2012.704319

Pyżalski, J. (2022). Electronic aggression. In Z. Yan (Ed.), The Cambridge Handbook of Cyber Behavior. Cambridge University Press.

Pyżalski, J., Łuczyńska, A., Kata, G., Plichta, P., & Poleszak, W. (2022). Razem w klasie. Dzieci z Ukrainy w polskich szkołach. Fundacja Szkoła z Klasą.

Rose, C. A., Simpson, C. G., & Moss, A. (2015). The bullying dynamic: Prevalence of involvement among a large-scale sample of middle and high school youth with and without disabilities. Psychology in the Schools, 52, 515-531. https://doi.org/10.1002/pits.21840

Smith, P. K. (2012). Cyberbullying: Challenges and opportunities for a research program - A response to Olweus (2012). European Journal of Developmental Psychology, 9(5), 553-558. https://doi.org/10.1080/17405629.2012.689821

Smith, P. K. (2014). Understanding school bullying: Its nature and prevention strategies. Sage. https://doi.org/10.4135/9781473906853

Smith, P. K,. & Berkkun, F. (2020). How prevalent is contextual information in research on school bullying? Scandinavian Journal of Psychology, 61, 17-21. https://doi.org/10.1111/sjop.12537

Smith, P. K., Del Barrio, C., & Tokunaga, R. (2013). Definitions of bullying and cyberbullying: How useful are the terms? In S. Bauman, J, Walker & D. Cross (eds.), Principles of cyberbullying research: Definition, methods, and measures (pp. 64-86). Routledge.

Smith, P. K., Robinson, S., & Slonje, R. (2021). The school bullying research program: why and how it has developed. In P. K. Smith, & J. O’Higgins Norman (Eds.), The Wiley Blackwell Handbook of Bullying: A Comprehensive and International Review of Research and Intervention (pp. 42-59). Wiley. https://doi.org/10.1002/9781118482650.ch3

Soral, W., Bilewicz, M., & Winiewski, M. (2018). Exposure to hate speech increases prejudice through desensitization. Aggressive Behavior, 44(2), 136-146. https://doi.org/10.1002/ab.21737

Strabac, Z., & Listhaug, O. (2008). Anti-Muslim prejudice in Europe: A multilevel analysis of survey data from 30 countries. Social Science Research, 37, 268-286. https://doi.org/10.1016/j.ssresearch.2007.02.004

Thomas, H. J., Connor, J. P., & Scott, J. G. (2015). Integrating traditional bullying and cyberbullying: Challenges of definition and measurement in adolescents–a review. Educational Psychology Review, 27(1), 135-152. https://doi.org/10.1007/s10648-014-9261-7

Tynes, B. M., Giang, M. T., Williams, D. R., & Thompson, G. N. (2008) Online racial discrimination and psychological adjustment among adolescents. Journal of Adolescent Health, 43, 565–569. https://doi.org/10.1016/j.jadohealth.2008.08.021

UNESCO (2019). Behind the numbers: ending school violence and bullying. UNESCO.

United Nations General Assembly (2016). Protecting children from bullying: Report of the Secretary-General. UN.

Wachs, S., & Wright, M. (2018). Associations between bystanders and perpetrators of online hate: The moderating role of toxic online disinhibition. International Journal of Environmental Research and Public Health, 15(9), 2030. https://doi.org/10.3390/ijerph15092030

Xu, M., Macrynikola, N., Waseem, M., & Miranda, R. (2020) Racial and ethnic differences in bullying: Review and implications for intervention. Aggression & Violent Behavior, 50. https://doi.org/10.1016/j.avb.2019.101340